STRATEGI INKLUSIF DALAM PENDIDIKAN ANAK ADHD MENUJU KESETARAAN DAN KETERLIBATAN DI SEKOLAH DASAR
Keywords:
Inclusive Strategies, ADHD, Elementary School
Abstract
This study aims to explore inclusive strategies in the education of children with ADHD, focusing on efforts to achieve equity and inclusion in the learning environment. Children with ADHD often face challenges that affect their participation in school, so effective approaches are needed to support them. Through a literature review and analysis of best practices, this study identified various strategies, such as curriculum adaptation, teacher training, and parent involvement. The results of the study are expected to provide insights for educators and policy makers in creating an inclusive learning environment, so that children with ADHD can contribute optimally and feel accepted in the school community.
References
Kurniawan, A. (2020). Pendidikan Inklusif bagi Anak Berkebutuhan Khusus di Sekolah Dasar. Jurnal Pendidikan Inklusi, 5(1), 25-34.
Suhendra, D. (2019). Persepsi Guru Terhadap Anak dengan ADHD di Sekolah Dasar. Jurnal Psikologi Pendidikan, 7(2), 101-110.
Putri, R. A., & Sari, D. (2021). Strategi Pembelajaran Inklusif untuk Anak dengan ADHD. Jurnal Pendidikan dan Pembelajaran, 8(3), 145-158.
Salim, M. (2022). Tantangan dan Solusi Pendidikan Inklusif untuk Anak ADHD di Sekolah Dasar. Jurnal Pendidikan Anak, 9(4), 67-75.
Hidayati, N. (2023). Peran Orang Tua dalam Pendidikan Anak ADHD. Jurnal Psikologi dan Pendidikan, 10(1), 89-97.
Ananda, S., & Rahayu, D. (2021). Keterlibatan Siswa dengan ADHD dalam Proses Pembelajaran di Kelas Inklusif. Jurnal Pendidikan Dasar, 12(2), 112-121.
Setiawan, R. (2020). Strategi Pembelajaran untuk Anak Berkebutuhan Khusus di Sekolah Dasar. Jurnal Pendidikan Khusus, 6(1), 45-52.
Utami, W. (2019). Dampak Pendidikan Inklusif terhadap Keterlibatan Anak dengan ADHD. Jurnal Ilmu Pendidikan, 14(3), 234-241.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Arlington, VA: American Psychiatric Publishing.
Baker, J. A., & Nelson, R. M. (2005). Inclusion and ADHD: Challenges and strategies. Journal of Special Education, 39(4), 221-228.
Forness, S. R., & Knitzer, J. (1992). The challenge of ADHD: Identification and intervention in schools. Journal of Learning Disabilities, 25(3), 161-168.
Hornby, G. (2014). Inclusive education: Developing an effective system. Springer.
Miller, L. R., & Green, M. R. (2005). Supporting students with ADHD in inclusive classrooms. Teaching Exceptional Children, 37(5), 18-24.
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
Simmons, T. L., & McCabe, M. A. (2008). ADHD in the classroom: Strategies for inclusive teaching. Journal of Educational Psychology, 100(4), 950-960.
Smorgas, R., & Williams, G. (2011). Understanding ADHD and supporting inclusion in schools: A guide for teachers and parents. Journal of Learning Disabilities, 44(6), 493-506.
Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. Open University Press.
Zentall, S. S. (2005). The effects of inclusion on children with ADHD: A review of research. Journal of Special Education, 39(1), 35-45.
Suhendra, D. (2019). Persepsi Guru Terhadap Anak dengan ADHD di Sekolah Dasar. Jurnal Psikologi Pendidikan, 7(2), 101-110.
Putri, R. A., & Sari, D. (2021). Strategi Pembelajaran Inklusif untuk Anak dengan ADHD. Jurnal Pendidikan dan Pembelajaran, 8(3), 145-158.
Salim, M. (2022). Tantangan dan Solusi Pendidikan Inklusif untuk Anak ADHD di Sekolah Dasar. Jurnal Pendidikan Anak, 9(4), 67-75.
Hidayati, N. (2023). Peran Orang Tua dalam Pendidikan Anak ADHD. Jurnal Psikologi dan Pendidikan, 10(1), 89-97.
Ananda, S., & Rahayu, D. (2021). Keterlibatan Siswa dengan ADHD dalam Proses Pembelajaran di Kelas Inklusif. Jurnal Pendidikan Dasar, 12(2), 112-121.
Setiawan, R. (2020). Strategi Pembelajaran untuk Anak Berkebutuhan Khusus di Sekolah Dasar. Jurnal Pendidikan Khusus, 6(1), 45-52.
Utami, W. (2019). Dampak Pendidikan Inklusif terhadap Keterlibatan Anak dengan ADHD. Jurnal Ilmu Pendidikan, 14(3), 234-241.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Arlington, VA: American Psychiatric Publishing.
Baker, J. A., & Nelson, R. M. (2005). Inclusion and ADHD: Challenges and strategies. Journal of Special Education, 39(4), 221-228.
Forness, S. R., & Knitzer, J. (1992). The challenge of ADHD: Identification and intervention in schools. Journal of Learning Disabilities, 25(3), 161-168.
Hornby, G. (2014). Inclusive education: Developing an effective system. Springer.
Miller, L. R., & Green, M. R. (2005). Supporting students with ADHD in inclusive classrooms. Teaching Exceptional Children, 37(5), 18-24.
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
Simmons, T. L., & McCabe, M. A. (2008). ADHD in the classroom: Strategies for inclusive teaching. Journal of Educational Psychology, 100(4), 950-960.
Smorgas, R., & Williams, G. (2011). Understanding ADHD and supporting inclusion in schools: A guide for teachers and parents. Journal of Learning Disabilities, 44(6), 493-506.
Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. Open University Press.
Zentall, S. S. (2005). The effects of inclusion on children with ADHD: A review of research. Journal of Special Education, 39(1), 35-45.
Published
2024-12-31
How to Cite
Dara Fitrah Dwi, Muhammad Rizky Fauzy, Dinda Lestari, Hamidah Nasution, Siti Nurhaliza, Niken Andini, & Intan Mutya. (2024). STRATEGI INKLUSIF DALAM PENDIDIKAN ANAK ADHD MENUJU KESETARAAN DAN KETERLIBATAN DI SEKOLAH DASAR. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 10(04), 231 - 237. https://doi.org/10.36989/didaktik.v10i04.5284
Section
Articles
